Family History Project

Curriculum Objectives - all objectives are Common Core State Standards

Literacy:

CCSS.ELA-Literacy.W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-Literacy.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-Literacy.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Science:

7.L.2.2: Infer patterns of heredity using information from Punnett squares and pedigree analysis.
7.L.2.3: Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

Math:

7.RP.3: Use proportional relationships to solve multi-step ratio and percent problems.

Learning Activities

Students will be investigating their family history to see what genetic diseases are passed down from generation to generation. A poll will be given for students to complete based on their findings. This will provide a class data set for genetic diseases. From this data, students will be asked to find percentages of existing genetic diseases. Then, students will construct a pedigree based on the most common genetic disease within their family. They will then research this genetic disease to find out more information about it. All of their findings will be communicated through a VoiceThread presentation. Students will be asked to comment on at least two other classmates' VoiceThread presentations. This project is expected to take about 2 weeks to complete.

Timeline/Detailed Activities:

To introduce this activity, have the students read about genetic screening Lead a class discussion about the benefits and downside to knowing what genetic diseases you are at risk for.
About a week before starting this project, give students 2 copies of page S-3 and have them interview at least 8 people from their family. Ideally, they will interview family members to find out information from at least 3 generations.
Day 1: Have students bring their findings to class. Students should complete a poll to gather a class set of data about genetic diseases. Once all data has been gathered, ask students to calculate the percentage of those who possessed the disease based on the total number of people who were interviewed. This should be completed for each disease on the questionnaire.
Day 2: Students will be creating a pedigree based on their family history. They will have two options for completing this. To do so, students will need to determine the most common genetic disease that runs in their family. Provide a handout of page S-5for students to use as a guideline. Allow students to access the biotopics Genetic Pedigree pagefor additional help.
- Option 1: Draw the pedigree on paper and take a picture of the pedigree with the camera app.
- Option 2: Draw the pedigree on the Educreations app and take a screen shot of the pedigree.
Day 3: Using the same disease, students will research information to learn more about this disease.
Days 4 & 5: Students create a VoiceThread presentation based on their findings. The VoiceThread presentation should include the following:
1. Title (1 slide)
2. Percentage Calculations from class poll for all diseases on questionnaire, in order from least to greatest (1-2 slides)
3. A picture of the pedigree based on their family's most common genetic disease (1 slide)
4. Information and pictures about their family's most common genetic disease (3-4 slides)
5. Each slide should be narrated to explain the information being presented
Day 6: Have students view and comment on at least two of their peer's VoiceThread presentations. The comments should express positive elements of the presentation, a comparison/relation of information, and/or express facts they learned while watching the presentation.
Day 7-9: Group students based on the common genetic disease found in their families. As a group, students will create an informational Public Service Announcement about this genetic disease (causes and prevention). Students can choose their method of presenting the PSA (VoiceThread, poster, video, etc.).
Day 10: Present each PSA to the class.

OPTIONAL: Have students present their presentations to everyone in the class.

Integration of App/Tool

Students will use the Polldaddy web tool and the VoiceThread app to complete this assignment.

Collaboration

Students will be working in groups to create a public service announcement to increase awareness of genetic diseases. In this PSA, they will mention how genetic diseases are passed down from generation to generation and include precautions and possible prevention strategies. As a group, they will decide how they want to present this information and what information is included. The PSA presentations will be done on the last day of this project.

ISTE NETS-T or other Professional Standards

1b: Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.

4c: Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Assessment

Students will be assessed based on the a rubric.

Materials/Resources

Gather materials from the following document:

http://teach.genetics.utah.edu/content/health/history/What's%20Your%20Story.pdf

Page S-3 provides the questionnaire students should fill out for homework. (Allow a couple of days for this homework assignment before starting the project so that the students have ample time to contact family members.)

Page S-5 gives a guideline for students to follow when creating their pedigree.

*Note: All directions are given in Spanish on the last few pages of this document.

Value Beyond the Classroom/Learning Experience

Learning about your family history can be a valuable experience. Being aware of possible diseases that are carried down from generation to generation within your family can help you make better lifestyle choices in an effort to prevent developing the diseases.

Learning Activity Development Resources/Citations

Integrated 4 sp13